S U B M I T T I N G A G E N E R A L E D U C A T I O N C O U R S E F O R I N C L U S I O N I N T H E N E W C O R E

General Education and competency: Workshop 1

Today’s agenda

New vision for the core

Competencies

Proposal elements

Backwards design

Assignments for assessment

Selection criteria

Process and timelines

Discussion

The Core Competencies

• UT students must be able to integrate reasoning, questioning and analysis across traditional boundaries of viewpoint, practice and discipline.

Critical and Integrative Thinking

• UT students must demonstrate the ability to find, organize, critically assess, and use information to engage in advanced work in a challenging field of study. Students should demonstrate responsible, legal, creative and ethical use of information.

Information Literacy

• UT students must be challenged to understand and critically engage in ethical and political discourse.

Personal and Social Responsibility

• UT students must demonstrate the capacity to apply mathematical reasoning and scientific inquiry to diverse problems.

Scientific and Quantitative Reasoning

• UT students must demonstrate abilities to communicate meaningfully, persuasively, and creatively with different audiences through written, oral, numeric, graphic and visual modes.

Communication

•UT students must demonstrate abilities to communicate meaningfully, persuasively, and creatively with different audiences through written, oral, numeric, graphic and visual modes.

Communication

Communication

The Letter of Intent

What? A listing of courses a department intends to propose addressed to faculty senate executive committee When? As soon as it has department approval Who? Amy.allen@utoledo.edu College curriculum authority Why? Helps the faculty senate core curriculum committee and college curriculum authority gauge scope

The Proposal Envelope

The Narrative

The Course Template

Attachments

The Proposal Envelope

The Narrative

Tell faculty senate why the proposed course should be included in the core. What features of the course make it especially apt for helping students progress toward the selected primary and secondary competency?

The Proposal Envelope

The Course Template

The Proposal Envelope

Assignments that produce evidence that student is progressing toward competency by achieving the

learning objective

The Proposal Envelope

Catalog Description

Student Learning Objectives

Inside the Envelope Backwards Design

Begin with the competency

The Core Competencies

• UT students must be able to integrate reasoning, questioning and analysis across traditional boundaries of viewpoint, practice and discipline.

Critical and Integrative Thinking

• UT students must demonstrate the ability to find, organize, critically assess, and use information to engage in advanced work in a challenging field of study. Students should demonstrate responsible, legal, creative and ethical use of information.

Information Literacy

• UT students must be challenged to understand and critically engage in ethical and political discourse.

Personal and Social Responsibility

• UT students must demonstrate the capacity to apply mathematical reasoning and scientific inquiry to diverse problems.

Scientific and Quantitative Reasoning

• UT students must demonstrate abilities to communicate meaningfully, persuasively, and creatively with different audiences through written, oral, numeric, graphic and visual modes.

Communication

Communication

Inside the Envelope Backwards Design

Student Learning Objective (SLO) that maps to competency

Inside the Envelope Backwards Design

Student Learning Objective

Stated in the affirmative

Names something that can be measured

Demonstrates progess toward the competency

Inside the Envelope Backwards Design

Assessment Strategy

What will students make or do that you can measure?

Will that measure show progress toward the competency?

Where should a student be by the end of a semester?

Assessing competency does not equal grading

Assessment of student progress toward a competency is a different measure than a course grade.

Grades are assigned by instructors based on their evaluation of student accomplishment of all course goals.

Competency assessment is done by an instructor to plot the progress toward a competency based on the elaboration for an entire class.

Selection Criteria

In deciding which general education courses will be selected for inclusion in the University of Toledo Core Curriculum, the following

guidelines will be used. A Faculty Senate Committee will make decisions based on:

Submission of course proposal that includes all components listed

in the course proposal guidelines, including approval from college and department

Overall distribution and diversity of the core curriculum as a whole Measurable and appropriate Student Learning Objectives. Delineation of the way assignments will produce evidence that the

course is addressing primary and secondary core competencies. Due date: October 15, 2011

Selection Criteria

While the above is sufficient for the October 15 deadline, the next criteria must be addressed in the follow-up document due March 4. All future

proposals must include this material upfront. Evidence that any instructional modalities, including technology, will be

used in effective ways to present course material and engage students. Evidence that the course is applicable to multiple fields of study Evidence that the course will provide frequent assessment feedback to

students early in the term, and multiple means of assessment across the course.

Modes of delivery that engage students in active learning and are appropriate for the content

Evidence of plan to use assessment of student learning outcome to improve the overall quality of the course

Due Date: March 4, 2012

Coming Soon

Core Competency Workshop 2:

Friday, August 26, 8:30-10. SU 2582.

There will be coffee.

Tuesday, August 30, 3:30-5. SU 2582. Repeat.

Faculty Senate Meeting August 30, 4-6 p.m.